THE READING PROTOCOLS AS THEORETICALMETHODOLOGICAL SUPPORT FOR ANALYSIS IN THE HISTORY OF EDUCATION

Authors

DOI:

https://doi.org/10.17058/rea.v25i3.9496

Keywords:

Reading protocols, School manual, Women's magazine, Social Representations, History of Education.

Abstract

The objective of this work is to give visibility to reading protocols, such as the methodological framework for the analysis of representations and texts, for investigations on the field of History of Education. The periodicals for the analysis were: the women's journalJornal das Moças and the Escola Nueva textbook. The theoretical framework is based on Roger Chartier's categories of analysis, reading protocols and representations. The results demonstrate that the use of reading protocols as methodological tools of Reading History builds bridges to the writing of the History of Education, expanding a perspective not on a source from several sources, but also on new questions and methodologies in this field.

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Author Biographies

Elizabeth Figueiredo Sá, Instituto de Educação da Universidade Federal de Mato Grosso

Professora do Programa de Pós-graduação em Educação pela Universidade Federal de Mato Grosso. Doutora em Educação pela Universidade de São Paulo com pós-doutorado pela FEUSP e na UFU ( em andamento).

Dálete Cristiane Silva Heitor Albuquerque de, Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso, Reitoria – IFMT.

Mestre em Educação pelo Programa de Pós-graduação em Educação da Universidade Federal de Mato Grosso. Servidora do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso, Reitoria – IFMT.

Sara Evelin Urrea Quintero, Faculdade de Educação da Universidad Católica do Oriente e Universidad de San Buenaventura

Professora da Universidad Católica de Oriente-Colômbia na faculdade de Educação e na Universidad de San Buenaventura. Mestre em Educação pela Universidade Federal de Mato Grosso.

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Published

2017-09-09

How to Cite

Sá, E. F., Albuquerque de, D. C. S. H., & Quintero, S. E. U. (2017). THE READING PROTOCOLS AS THEORETICALMETHODOLOGICAL SUPPORT FOR ANALYSIS IN THE HISTORY OF EDUCATION. Reflexão E Ação, 25(3), 256-278. https://doi.org/10.17058/rea.v25i3.9496

Issue

Vol. 25 No. 3 (2017): Dossiê: Pesquisas em Educação: perspectivas teórico-metodológicas

Section

Pesquisas em Educação: perspectivas teórico-metodológicas

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